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63.077 - Office of English Language Acquisition–National Professional Development Grants: Designing Innovative Professional Development Programs for Teachers of English Learners
Mon, April 8, 10:25 to 11:55am, Metro Toronto Convention Centre, Floor: 200 Level, Room 206ASession Type: Symposium
Abstract
This session discusses the initial years of piloting/implementing four professional development programs for teachers of English Learners created using grants from the Office of English Language Acquisition (OELA). Because these programs have teacher-education, community, and research evaluation components, this session details how these programs have 1) operationalized community-embedded interventions as part of teacher-education; 2) addressed priorities of different stakeholders; 3) decided which knowledge would be produced; and 4) identified data sources and data collection procedures. The goals of this session are to provide researchers and practitioners insights on: 1) The complexity of integrating research in teacher-education initiatives that address community needs; and 2) how this research offers an opportunity to propose innovative measures of project success that consider community-level factors.
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Papers
Measuring Effects of English Learner–Focused Professional Development Across Contexts - Megan Hopkins, University of California - San Diego; Lisa M. Dorner, University of Missouri - Columbia; Lyndsie Marie Schultz, University of Missouri - Columbia; Peter Bjorklund, University of California - San Diego; Edwin Nii Bonney, University of Missouri-Columbia; Lisa Matsukata, University of California - San Diego; Kim Hyunsook Song, University of Missouri - St. Louis
The Impact of Rigor: Changes in the Evaluation Requirements for Office of English Language Acquisition National Professional Development Grants - Jason Greenberg Motamedi, Education Northwest; Mary Martinez-Wenzl, Education Northwest; Karen D. Thompson, Oregon State University; Claudia Peralta, Boise State University
Examining Community-Based Field Teaching as a Source of Teacher Self-Efficacy With English Learners - Sumei Wu, Southern Methodist University; Jillian Marie Conry, Southern Methodist University; Paige Ware, Southern Methodist University; Diego Roman, Southern Methodist University
Interdisciplinary Professional Development for Teachers of English Learners - Magaly Lavadenz, Loyola Marymount University; Elvira Garcia Armas, Loyola Marymount University; Eric Strauss, Loyola Marymount University